Overview

In this performance assessment, students will use the context of determining the probability of different carnival games to apply their knowledge and skills related to measurement and data analysis to solve problems. Specifically, students will be asked to calculate compound probabilities involving cards, dice rolling, and coin flipping. 

Students will use their understanding of each of these competencies to solve these problems and explain their methodology/process for finding their solutions. Additional guidelines: This assessment should be used after instruction on the following competencies in grade 6 and 7: 

  • Students can find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. 
  • Students can fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. 

This assessment can also be used as a review activity in Grade 8.  

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Details

Big Ideas & Competencies

Big Ideas Competencies

C. Measurement and Data Analysis

Students can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities.

Probability 2

Students can find probabilities of compound events using organized lists, tables, tree diagrams, and simulations.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Concepts and Procedures
  • I can solve some of the problems, but I am confused in some places and have more than 4 calculation mistakes.
No exemplars at this time.
  • I can solve the problems using strategies that make sense with calculation mistakes in 2-3 of the problems.
No exemplars at this time.
  • I can solve the problems efficiently and accurately without any calculation mistakes.
No exemplars at this time.

Reasoning and Explaining
  • I can show some of the strategies and steps I used and explain it or show my work to demonstrate how I solved the problem.
No exemplars at this time.
  • I can show all of the strategies and steps I used. I can and explain the thinking I used to solve the problems, using some math vocabulary.
No exemplars at this time.
  • I can show all of the strategies and steps I used. I can explain the thinking I used to solve the problems using precise math vocabulary in a way that another person can easily understand my math reasoning.
No exemplars at this time.

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